MathematicsCCSS & NYS Teaching Standards

Barb Amedrobamedro@oswegoboces.org

Game Rules for Today:

1. Sit by Grade Level

2. No more than 1 person from each district at a table! (ONLY if needed add an additional person from a district.)

3. We may need to add a table. Let me know.

Parking Lot

RTTT: The Big Picture(Race To The Top)

It’s more than just the math….

• It’s what we teach…

• It’s how we teach…

• It’s how we assess…

• It’s how we coordinate roles…

• It’s how we make decisions…

• It’s ____________

• It’s much, much more!

What do you see?

What do you see?

Throughout the day we will be seeing more ingredients we need to consider when drafting our CCSS aligned

unit…

Introductions:“WHO are you and WHY are you here?”

• At your table:– Introduce yourself to your table team

• Name (Make a name tent.)• What you do/teach

– As a table identify 1-3 questions you want answered or information needed today

– “Elect” a spokesperson

for your table

Getting “Up to Speed” FAST!

How urgent is this stuff anyway????Let’s take a look at

the timeline.

• Grab a highlighter, pen or pencil

2011-2012• Every teacher delivers at least one CCSS

aligned unit per semester (fall/spring)– Consider:

• Content Standards• 8 Standards for Mathematical Practice• 7 NYS Teaching Standards• 3 Priorities in the Teaching Standards

– Cognitive Engagement– Constructivist Learning– 21st Century Readiness

• 6 Shifts in MathematicsThis is more than just

covering the math content! Evidence is needed too!

Just a quick note on the…

“Transitional Tests” 2012 - 2014 vs

“New Generation Tests” 2014-2015 ???

How’d we do last year?Lot’s of reasons/excuses why….

Students?

Content?

Resources?

Parents?

Class size?

Administration?

Snow days?

Sickness?

Heredity?

Phase of the moon?

Barb Amedro?Need for conversation with others during the today…

NYS Teaching Standards

Self Reflection! (And guidance for today…)

For each of the elements under the standards, grade your self on where you are:1 -I need a lot more work, haven’t done

much with this in recent history2 -I have worked it some, but need much

more work developing these skills 3 -I am pretty good at right now4 -I am very good at!

Then total each of your Standards.

Time for constructive questioning/discussion at the table…

Consider - How will the Teaching Standards impact your “CCSS Aligned Unit”???? List examples.

Each table should have at least one item to share.

Three Priorities in the Teaching Standards

• Cognitive Engagement

• Constructivist Learning

• 21st Century Skills

Cognitive Engagement

• Intellectual involvement

with the content is required

• Minds-on learning

• Simultaneous and continuous throughout the lesson

• NOT “time on task”

Constructivist Learning

• Students making meaning

• Students making connections

• Relating to outside world

• Relating to personal future

21st Century Readiness

• College• Career• Citizenship• Collaboration• Communication• Critical Thinking & Problem Solving • Creativity

Putting It All Together

Putting It All Together

Cognitive Engagement

Putting It All Together

Constructivist Learning

Putting It All Together

21st Century Readiness

How might your CCSS aligned unit integrate:

Cognitive Engagement?Constructivist Learning?21st Century Readiness?What might change in your instructional

practices?

Trouble spots????Need for collaboration?

Shifts in Mathematics

1. Focus

2. Coherence

3. Fluency

4. Deep Understanding

5. Application

6. Dual IntensityVideos available to view on EngageNY.org

I did/did not last year …..

• With a partner– For all 6 – Give an example of where you DID

do this last year!– For all 6 – Give an example of where you DID

NOT do this last year!

What does highly effective teaching look like? (fly on the wall

syndrome…)Imagine you are in the classroom of a highly effective teacher:

• What would you see?• What would you hear?• What would the students be doing or saying?

Individually, write one idea per post-it note.

What does highly effective teaching look like?

• With you table team, cluster your post-it notes together in a way that makes sense, grouping similar ideas together.

“Exemplars”

As you read the exemplar, list “notice-ables”

Standards for Mathematical Practice K-12

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critique

the reasoning of others.4. Model with mathematics. 5. Use appropriate tools strategically.6. Attend to precision.7. Look for and make use of structure. 8. Look for and express regularity in

repeated reasoning.

Team work….

• Without using terminology in BOLD print, explain to the room your assigned “Mathematical Practice” with a 1 minute explanation limit!

“Draft” Model Content Frameworks for Mathematics

(not available for K-2)• Examples of Key Advances from the Previous Grade • Fluency Expectations and Examples of Culminating Standards • Examples of Major Within-Grade Dependencies • Examples of Opportunities for Connections Among Standards,

Clusters, or Domains • Examples of Opportunities for In-Depth Focus • Examples of Opportunities for Connecting Mathematical

Content and Mathematical Practices • Instructional Emphases by Cluster

REQUIRED Fluencies in the CCSS

Grade Required Fluency K Add/subtract within 5 1 Add/subtract within 10 2 Add/subtract within 201

Add/subtract within 100 (pencil and paper) 3 Multiply/divide within 1002

Add/subtract within 1000 4 Add/subtract within 1,000,000 5 Multi-digit multiplication 6 Multi-digit division

Multi-digit decimal operations 7 Solve px + q = r, p(x + q) = r 8 Solve simple 2X2 systems by inspection

www.EngageNY.org

Now your specific grade level!Here we go!

Remember-These are “Examples”

NOT an “ALL INCLUSIVE!”

(not available K-2)

PARCC- Some clusters require greater emphasis than others. NO material in the standards

should be excluded.

Grades K-2 / Grades 3-8

• Focus / First Priority

• Additional / Second Priority

• Sample / Third Priority

Grade Level Standards

1. What content has NOT changed? “Same old, same old”

2. What content limitations are different? “Only cover ___, not through___”

3. What content is eliminated? “No longer in my curriculum.”

Teach ONLY if time permits!4. What content needs addressing ONLY during the

transition 1-2 year(s)? i.e. identify any standard(s) that had been taught in grade 4 previously and is now taught in grade 3, double duty for 1-2 years- then DROP IT!

5. Clarifications needed? Resources needed? Etc? Other?

…possibilities…

Table discussions:

What CCSS aligned unit will you develop? Including which math content standards?

Support

• What supports are in place or need to be in place to make what’s on your plate more palatable?

Check out other states like N.C., Ohio, Mass, AZ.

www.EngageNY.org

• Teachers• Principals• Network Teams• Administrators• Videos, documents, comments, etc.• Sign up to post a comment and

receive alerts on the latest news at EngageNY.org.

Surprises…Lack of DirectionDoes NOT make you helpless!

Teacher-to-Teacher Roundtable

bamedro@oswegoboces.org